Childminder in Bristol

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder has created a well-designed curriculum to ensure children gain fundamental skills, such as confidence, independence and meaningful language. This helps to prepare children for their next stage of learning. The childminder narrates play, introduces new vocabulary and models simple phrases. For example, as the children explore paints, the childminder repeats key words such as 'drip, drip'. Children acquire good language skills. The childminder plans activities that help encourage children to develop their hand-eye coordination and hand strength in preparation for early writing. For example, children relish in mixing colours with paints and water. They squeeze pipettes, pour and stir, excitedly creating different colours. The childminder naturally weaves mathematics into children's general play. Outside, children have fun building sandcastles, and they confidently count one to five, turn their buckets over and excitedly reveal their castles. Younger children say,

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The provision is good

'It's massive. I want it higher.' Children develop good early mathematics skills.

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The provision is good

The childminder ensures independence and self-care is embedded thoroughly. During snack, older children peel bananas, cut their own fruit and scrape their plates when they have finished. The childminder supports children to develop these skills from an early age. Children confidently pour their own drinks and say, 'It's heavy but I am strong.' The childminder provides children with age-appropriate tasks, such as wiping tables and preparing plates for snack. Children relish these small responsibilities and learn to be helpful.

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need to do better?

n The childminder has secure understanding of the skills and knowledge that children need to develop at each stage of their learning. This enables her to provide children with stimulating, age-appropriate challenges that target their individual next steps in learning. For example, during a water activity, the childminder introduces new concepts such as floating. This means children progress well in their learning. n The childminder carefully monitors children's progress from their starting points, helping to identify any emerging gaps in learning. The childminder collaborates with parents and works closely with other professionals to implement effective strategies, such as communication screening tools and Makaton. This helps to further support children's communication and language. Children receive the support they need in a timely manner. n The childminder encourages positive behaviour and is attentive to children's

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need to do better?

needs. Children have formed trusting relationships with the childminder, helping them to feel valued, safe and secure. The childminder engages in gentle interactions with children, supporting them to understand the importance of sharing and taking turns. However, the childminder does not always make strong

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need to do better?

18 March 2025 use of daily occurrences to help children think about and discuss how they and others are feeling. Consequently, at times, children struggle to regulate their own emotions and behaviours. n Children have daily access to outside play and exercise, supporting their physical health and well-being. For example, children enjoy bouncing on the trampoline, strengthening their core muscles. The childminder encourages good hygiene habits, as children independently wash their hands before eating. The childminder provides children with healthy, nutritious meals, such as home- cooked chilli. Children begin to learn about healthy lifestyles. n Children enjoy exploring their local community, supporting their understanding of the world around them. The childminder takes children on visits to the local nature reserves, aquariums and parks. They attend local toddler groups to build on children's social skills within larger groups of adults and children. This helps

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need to do better?

to widen children's awareness of diversity and culture. n The childminder ensures that she completes regular training to keep her own knowledge and skills up to date. For example, recent training on 'creativity in the early years' has helped her to implement new ways for children to be creative, such as using clay. She understands the importance of self-evaluation and uses an evaluative programme, focusing on various areas of her provision, including inclusive practice. This supports the childminder to provide the best possible care and education to children and families. n Parents report positively on the consistent sharing of information regarding their children's development. They comment on how the childminder meticulously plans the environment to support their children. For example, the noticeable focus on children's mark making and creativity, helping to prepare them for school. Parents say their children love attending.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n encourage children to talk about their feelings, supporting them to understand how to respond to their emotions and recognise the impact of their actions.

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Setting details

Unique reference number 2700049 Local authority Bristol City of Inspection number 10376138 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Knowle, Bristol. The childminder is available to care for children Monday to Thursday, from 8.30am to 5.30pm, term time only. The childminder holds an early years teaching qualification. The setting offers government funded spaces.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

18 March 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

18 March 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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